Conference Presentations by Imelia Laura Daneil
The 6th Malaysian International Conference on Academic Strategies in English Language Teaching, 2019
Matching of instructional materials to the intended learners is vital for learning to take place ... more Matching of instructional materials to the intended learners is vital for learning to take place effectively. Knowing the needs and language ability of the students can assist language instructors to select appropriate instructional materials and design instructional activities for the students. A quick reference to the terminology used to describe a specific group of students can provide some ideas about the students‟ background, language ability and preferences, which are useful in determining the materials and activities to be used with the students. This study focuses on students from the Mengubah Destini Anak Bangsa (MDAB) programme as these students may require specific approaches to teaching and learning. To a certain extent, the characteristics of the MDAB students are like the at-risk students, while some require further investigation to confirm that the MDAB students are the at-risk students as defined by the general literature. Therefore, the study investigates whether the characteristics of the MDAB students fit into the definition of at-risk students. A quantitative method is used to gather more information about the background, academic level, and SPM results of the students. The findings of the study help the researcher to define the terminology of at-risk students in the context of the MDAB programme. Having to confirm the conceptual definition of the MDAB students helps the course instructors to search for suitable instructional methods, materials and activities to be adopted to teach this group of students.
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The 1st International Conference on Education in The Digital Ecosystem (ICEdDE 2019), 2019
Higher institutions are being reshaped to include technology-based syllabus in
their curriculum d... more Higher institutions are being reshaped to include technology-based syllabus in
their curriculum design. It is worth to note that the emerging of Massive Open Online
Courses (MOOCs) has triggered the university’s curriculum reviewers to include the
platform in the syllabus contents. An English MOOC for Pre-Diploma was developed.
To evaluate the course developed, the study aims to determine students’ perceptions
on the MOOC course. The data were collected via survey and there were 186
respondents involved. Three main areas of the course evaluation were evaluated:
1) Content Evaluation, 2) Instructional Evaluation and 3) Technical Evaluation.
The study revealed that content evaluation has the mean value of 4.25 (SD=0.68),
technical evaluation with the mean value of 4.24 (SD=0.71) and instructional
evaluation with the mean value of 4.14 (SD=0.70). The average mean value reported
for three different types of evaluations is 4.21 (SD=0.70). The finding indicates that
the respondents are most likely strongly agreed with the course content, instructional
and technical part, thus, has effectively helped the users to learn the English language
by using MOOC platform.
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Papers by Imelia Laura Daneil
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This study explores factors contributing to academic success of 382 full time diploma students at... more This study explores factors contributing to academic success of 382 full time diploma students at Faculty of Business Management in a public university in Sarawak. The study lasted eight semesters (four years) from June 2012 until April 2016. The instruments comprised questionnaire, analysis of final examination results and detailed information from student registration database. Pearson bivariate correlational analysis showed that there was a significant relationship between students’ CGPA and their fathers’ monthly salary (p<0.01) and their mothers’ monthly salary (p<0.05). However, there was no significant relationship between students’ CGPA and number of siblings in the family. Findings indicated females outperformed their male counterparts in studies. Additionally, there was a significant difference in the mean CGPA among different races of students (p<0.01).
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The emphasis on developing creativity in Malaysian institutions of higher education has brought s... more The emphasis on developing creativity in Malaysian institutions of higher education has brought significant changes to assessment practices in higher education today. A study was conducted to explore postgraduate students’ perceptions of assessment and the influence of classroom assessment practices on students’ creativity. A conceptual framework was built, based on the integration of convergent and divergent thinking coined by Guilford (1950) as well as Bloom’s taxonomy (1956) which underpins the assessment approaches. The study employed a mixed method research design and involved a group of final year full-time postgraduate students (n=40) from three different programmes in the Faculty of Education, Universiti Teknologi MARA (UiTM), Shah Alam. Findings revealed that students had a positive attitude to assessment as an integral aspect in the classroom, particularly in relation to the transparency of assessment (M = 4.114, SD = 0.648). Interestingly, oral presentation was perceived ...
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Advanced Science Letters, 2017
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DEStech Transactions on Social Science, Education and Human Science, 2020
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DEStech Transactions on Social Science, Education and Human Science, 2020
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Journal of Modern Education Review, 2016
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Journal of Education and Practice, 2021
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Conference Presentations by Imelia Laura Daneil
their curriculum design. It is worth to note that the emerging of Massive Open Online
Courses (MOOCs) has triggered the university’s curriculum reviewers to include the
platform in the syllabus contents. An English MOOC for Pre-Diploma was developed.
To evaluate the course developed, the study aims to determine students’ perceptions
on the MOOC course. The data were collected via survey and there were 186
respondents involved. Three main areas of the course evaluation were evaluated:
1) Content Evaluation, 2) Instructional Evaluation and 3) Technical Evaluation.
The study revealed that content evaluation has the mean value of 4.25 (SD=0.68),
technical evaluation with the mean value of 4.24 (SD=0.71) and instructional
evaluation with the mean value of 4.14 (SD=0.70). The average mean value reported
for three different types of evaluations is 4.21 (SD=0.70). The finding indicates that
the respondents are most likely strongly agreed with the course content, instructional
and technical part, thus, has effectively helped the users to learn the English language
by using MOOC platform.
Papers by Imelia Laura Daneil
their curriculum design. It is worth to note that the emerging of Massive Open Online
Courses (MOOCs) has triggered the university’s curriculum reviewers to include the
platform in the syllabus contents. An English MOOC for Pre-Diploma was developed.
To evaluate the course developed, the study aims to determine students’ perceptions
on the MOOC course. The data were collected via survey and there were 186
respondents involved. Three main areas of the course evaluation were evaluated:
1) Content Evaluation, 2) Instructional Evaluation and 3) Technical Evaluation.
The study revealed that content evaluation has the mean value of 4.25 (SD=0.68),
technical evaluation with the mean value of 4.24 (SD=0.71) and instructional
evaluation with the mean value of 4.14 (SD=0.70). The average mean value reported
for three different types of evaluations is 4.21 (SD=0.70). The finding indicates that
the respondents are most likely strongly agreed with the course content, instructional
and technical part, thus, has effectively helped the users to learn the English language
by using MOOC platform.